[wp_quiz_pro id=”16945″]

Mrs. Higgins keeps insisting she needs to catch the bus to pick up her children—even though her children are grown and she hasn’t worked in thirty years. As a CNA, you know she isn’t lying. Her brain is telling her a story she believes is true. How do you respond? Do you correct her, play along, or redirect her?

Caring for residents with cognitive impairments like Alzheimer’s and dementia is one of the most challenging—but also most rewarding—parts of the job. It requires patience, empathy, and a specific set of clinical skills that the CNA exam tests heavily. This domain isn’t just about definitions; it’s about knowing how to protect a resident’s dignity while keeping them safe.

This guide is your definitive resource for mastering the “Psychological and Mental Health Needs” portion of the CNA exam. We will break down the difference between delirium and dementia, master the art of validation therapy, and ensure you never get tricked by a “restraint” question again.

💡 Quick Stat: This topic makes up approximately 12% of your exam score. With an estimated 6–10 questions dedicated to cognitive impairment, mastering this section is essential for passing.

Understanding Cognitive Impairment: Your Exam Blueprint

Caring for cognitively impaired residents involves unique skills that blend communication, safety, and psychology. The exam tests your ability to modify your care approach based on the resident’s mental state. You aren’t expected to cure them; you are expected to understand them, communicate effectively, and ensure their environment is safe.

Where This Topic Fits in Your Exam

pie showData title Cognitively Impaired on the CNA Exam
  "Cognitively Impaired Domain" : 12
  "Other Exam Topics" : 88

This chart shows that while a small slice of the overall pie, this domain is dense with critical scenarios. Because it intersects with Safety, Communication, and Resident Rights, questions here often feel like “situational judgment” tests—you have to choose the most caring and safest action.

What You Need to Know Within Cognitively Impaired Care

flowchart TD
    MAIN["🎯 Cognitively Impaired Care<br/><small>(12% of Exam)</small>"]

    MAIN --> ST1["📌 Communication Techniques<br/><small>High Frequency</small>"]
    MAIN --> ST2["📌 Behavior Management<br/><small>High Frequency</small>"]
    MAIN --> ST3["📋 Safety & Wandering<br/><small>High Frequency</small>"]
    MAIN --> ST4["📋 Dementia Stages<br/><small>Medium Frequency</small>"]
    MAIN --> ST5["📄 Family Support<br/><small>Low Frequency</small>"]

    style MAIN fill:#1976D2,color:#fff,stroke:#1565C0
    style ST1 fill:#c8e6c9,stroke:#4CAF50
    style ST2 fill:#c8e6c9,stroke:#4CAF50
    style ST3 fill:#c8e6c9,stroke:#4CAF50
    style ST4 fill:#fff3e0,stroke:#FF9800
    style ST5 fill:#f5f5f5,stroke:#9e9e9e

Notice that Communication and Behavior Management are the “High Frequency” areas. This means the exam wants to know: How do you talk to someone who is confused? and What do you do when they act out? Focus your study energy here first.

📋 Study Strategy: Start with Communication. If you can communicate effectively, you can prevent many challenging behaviors. Communication is your ” prevention” tool; Behavior Management is your “treatment” tool.

High-Yield Cheat Sheet: Cognitively Impaired Care at a Glance

Before we dive deep, here is a bird’s-eye view of the five pillars of this topic. These are the buckets you need to fill your brain with.

mindmap
  root((Cognitively Impaired))
    Understanding Impairment
      Delirium vs Dementia
      Stages of Alzheimers
      Organic vs Functional
    Therapeutic Communication
      Validation Therapy
      Simple Sentences
      Non-verbal Cues
      Eye Level Approach
    Managing Behaviors
      Handling Aggression
      Diversion & Distraction
      Identifying Triggers
      Sundowning
    Safety & Quality of Life
      Wandering & Elopement
      Restraint Alternatives
      Fall Prevention
      Maintaining Routine
    Holistic & Family Care
      Reminiscence Therapy
      Supporting Family
      Preserving Dignity

Quick Reference Summary

1. Understanding Cognitive Impairment
You must distinguish between Delirium (sudden, often reversible) and Dementia (gradual, irreversible). The exam often presents a scenario where a resident “suddenly” becomes confused—this is a medical emergency (likely delirium), not just dementia progressing.

2. Therapeutic Communication
Your goal is to reduce anxiety, not to argue facts. Use Validation Therapy (entering their reality) for late-stage dementia. Use short, simple sentences. Always approach from the front and get down to eye level to establish trust.

3. Managing Challenging Behaviors
Behavior is usually a form of communication. A resident screaming might be in pain, scared, or needing the bathroom. Never argue or force care. Use distraction and redirection. If a resident becomes combative, step back and protect yourself first.

4. Safety and Quality of Life
Wandering and elopement are major risks. Use alarms and ID bracelets—not restraints. Restraints are a last resort and require a doctor’s order. Maintain a routine to reduce confusion and anxiety.

5. Holistic and Family Care
Treat the whole person, not just the disease. Use Reminiscence Therapy (talking about the past) to improve mood. Support the family, who may be grieving the loss of their loved one’s cognitive abilities.

How Cognitively Impaired Care Connects to Other Exam Topics

Cognitive impairment is not an island; it connects to almost every other domain on the exam. Understanding these connections helps you answer “integrated” questions.

flowchart TD
    subgraph CORE["Cognitive Impairment"]
        A["Validation Therapy"]
        B["Behavioral Triggers"]
        C["Safety Risks"]
    end

    subgraph RELATED["Connected Topics"]
        D["Communication"]
        E["Infection Control"]
        F["Legal/Ethical"]
        G["Restorative Skills"]
    end

    A -->|"Adaptive"| D
    B -->|"Sudden Change"| E
    C -->|"Restraints"| F
    A -->|"Cueing"| G

    style CORE fill:#e3f2fd,stroke:#1976D2
    style RELATED fill:#f5f5f5,stroke:#757575

Why These Connections Matter:

• Communication: Cognitive impairment is essentially adaptive communication. The same active listening skills used in standard communication apply here, but you must strip away logic and focus on emotion.
• Infection Control: Sudden confusion (Delirium) is often the first sign of a UTI or infection in the elderly. Recognizing this connects your mental health knowledge to physical health.
• Legal/Ethical: Residents’ rights regarding restraints are huge here. You cannot restrain a confused resident “for their own good” without an order.
• Restorative Skills: You use cueing (verbal prompts) to help a resident with dementia dress or feed themselves. This maintains their independence longer.

🎯 Exam Strategy: If a question mentions a confused resident, immediately check the options for safety (are they wandering?), communication (are you validating them?), and rights (are you restraining them illegally?).

What to Prioritize: High-Yield vs. Supporting Details

You cannot study everything with equal intensity. Use this matrix to focus your efforts on what will earn you the most points.

quadrantChart
    title Study Priority Matrix for Cognitive Impairment
    x-axis "Low Complexity" --> "High Complexity"
    y-axis "Low Yield" --> "High Yield"
    quadrant-1 "Master These"
    quadrant-2 "Know Well"
    quadrant-3 "Basic Awareness"
    quadrant-4 "Review If Time"
    "Validation Therapy": [0.2, 0.9]
    "Restraint Alternatives": [0.3, 0.85]
    "Delirium vs Dementia": [0.4, 0.8]
    "Sundowning": [0.3, 0.75]
    "Stages of Alzheimer's": [0.6, 0.5]
    "Aphasia/Apraxia": [0.5, 0.6]
    "Genetics/Risk Factors": [0.8, 0.2]

Priority Breakdown

💡 Strategic Insight: Focus heavily on Validation Therapy. Many students fail these questions because their instinct is to tell the truth. Train yourself to prioritize comfort over facts in late-stage dementia scenarios.

Essential Knowledge: Cognitive Impairment Deep Dive

Now, let’s get into the nitty-gritty details you need to pass.

1. Understanding Cognitive Impairment

Cognitive impairment is a decline in memory, learning, or thinking skills. It ranges from mild confusion to severe dementia.

Key Concepts:

• Organic vs. Functional: Organic disorders (like Alzheimer’s or Stroke) have a physical cause in the brain. Functional disorders (like depression) have no physical brain damage but affect behavior.
• Dementia vs. Delirium: This is the most critical comparison in this section.

Comparison Table 1: Delirium vs. Dementia

Exam Focus:

• Identifying reversible vs. irreversible conditions.
• Recognizing that a sudden change in behavior is a medical emergency (report to the nurse immediately).

2. Therapeutic Communication

When a resident’s brain is damaged, logic doesn’t work. You must connect with their emotions.

Key Concepts:

• The Step-Down Communication Method:
  1. Approach from the front (startle easily).
  2. Get to eye level (show respect).
  3. Establish eye contact.
  4. Smile and offer a gentle touch (if appropriate).
  5. Give ONE instruction at a time.
  6. Wait for a response (processing is slow).
• Non-verbal Cues: 80% of communication is non-verbal. Your tone of voice matters more than your words. Keep it low and calm.

Comparison Table 2: Reality Orientation vs. Validation Therapy

Exam Focus:

• Choosing the best response to a paranoid or hallucinating resident.
• The Rule: Do not argue. Do not agree with the delusion. Acknowledge the feeling.

💡 Memory Tip: Use the CALM acronym for handling agitation:

• C – Control your own emotions.
• A – Assess the environment (remove triggers).
• L – Listen to the resident.
• M – Move slowly and calmly.

3. Managing Challenging Behaviors

Aggression, wandering, and screaming are often symptoms of unmet needs.

Key Concepts:

• Triggers: Pain, hunger, thirst, too much noise, or fear can cause “acting out.”
• Sundowning: Restlessness and confusion that worsen in late afternoon/evening. Reduce stimulation and increase lighting during this time.
• Paranoia/Hallucinations: If a resident sees a cat that isn’t there, don’t say “There is no cat.” Say, “I don’t see the cat, but you seem scared. I will stay with you.”

Exam Focus:

• De-escalation techniques.
• What to do when a resident refuses care (try again later, find out why).

💡 Memory Tip: MOANS for recognizing pain in non-verbal residents:

• M – Muscle tension
• O – Odd facial expressions (grimacing)
• A – Anxiety or agitation
• N – Noisy calling out
• S – Social withdrawal

4. Safety and Quality of Life

Protecting the resident without restricting their freedom is the golden rule.

Key Concepts:

• Elopement: When a resident wanders away from the facility unsupervised. This is a major safety risk. Use WanderGuard alarms or ID bracelets.
• Restraints: Any physical or chemical method that restricts freedom of movement. Side rails (all 4 up) are often considered restraints.
• Restraint Alternatives: Alarms, wedge cushions, low beds, mats, frequent observation. These must be tried before restraints.

Comparison Table 3: Restraints vs. Restraint Alternatives

Exam Focus:

• Identifying which device is a restraint.
• Knowing that restraints are the LAST resort, never for convenience or punishment.

5. Holistic and Family Care

Key Concepts:

• Reminiscence Therapy: Talking about the past. Long-term memory stays intact longer than short-term memory. This boosts mood and self-worth.
• Family Support: Families are often grieving. Explain behaviors (like sundowning) to help them understand it’s the disease, not the person being difficult.

Exam Focus:

• Why reminiscence is helpful (reduces isolation, connects to reality they remember).
• Encouraging independence (letting them do what they can for themselves).

Common Pitfalls & How to Avoid Them

Even experienced CNAs can fall into these traps. Recognizing them is half the battle.

⚠️ Pitfall #1: The “Truth Trap”
❌ THE TRAP: Thinking you must always correct a resident who is misremembering reality because “lying is wrong.”
✅ THE REALITY: Arguing with a dementia resident causes agitation and distress. Entering their reality (Validation) provides comfort.
💡 QUICK FIX: Don’t correct the fact, validate the feeling. Instead of “She’s dead,” say “You must miss her very much.”

⚠️ Pitfall #2: The “Hurry Up” Syndrome
❌ THE TRAP: Speaking quickly and performing tasks rapidly to finish on time, ignoring the resident’s slower processing speed.
✅ THE REALITY: Rushing increases confusion and anxiety, leading to resistance to care (combative behavior).
💡 QUICK FIX: “Haste makes waste.” Add 10 seconds of eye contact before starting a task to build trust.

⚠️ Pitfall #3: Elderspeak
❌ THE TRAP: Using baby talk (“Sweetie,” “Honey,” “Are we ready for our ba-ba?”) assuming it comforts the resident.
✅ THE REALITY: Elderspeak is patronizing, increases aggression, and destroys dignity. It is a major exam red flag.
💡 QUICK FIX: Use the resident’s preferred name (Mr./Mrs. Smith). Treat them as adults.

⚠️ Pitfall #4: Assuming They Don’t Understand
❌ THE TRAP: Talking about the resident in front of them as if they aren’t there.
✅ THE REALITY: Hearing is often the last sense to go. Residents understand tone and emotion even if not words.
💡 QUICK FIX: Always assume they can hear and understand. Explain everything you are doing.

⚠️ Pitfall #5: Ignoring “Acting Out”
❌ THE TRAP: Labeling behavior as “bad” or “attention-seeking” and ignoring it or punishing it.
✅ THE REALITY: Behavior is often a form of communication (unmet need, pain, fear).
💡 QUICK FIX: Ask “Why is this happening?” Look for triggers (too hot? pain? loud noise?).

⚠️ Pitfall #6: Restraint Reliance
❌ THE TRAP: Using a restraint to “keep them safe” or prevent them from falling out of bed.
✅ THE REALITY: Restraints cause atrophy, strangulation risk, and agitation. Alternatives (alarms, low beds, mats) must be tried first.
💡 QUICK FIX: Restraints are the LAST resort, not the first.

🎯 Remember: Every behavior has a meaning. Your job isn’t to stop the behavior, but to figure out what the resident is trying to tell you.

How This Topic Is Tested: Question Patterns

The exam writers use specific patterns to test your knowledge. Learn to spot them.

📋 Pattern #1: The “Best Response” Scenario
WHAT IT LOOKS LIKE: A description of a confused resident saying something incorrect or impossible. You are given four responses ranging from arguing to agreeing to validating.
EXAMPLE STEM: “A resident with moderate dementia insists she needs to go to work to pick up her children. The nurse aide should:”
SIGNAL WORDS: “Best response,” “Most appropriate,” “How should the nurse aide react.”
YOUR STRATEGY:

1. Eliminate any option that argues (“No, you don’t work anymore”).
2. Eliminate any option that agrees with the lie (“Okay, let’s go”).
3. Select the option that validates the emotion or feeling and redirects.
4. Look for empathy + distraction.
   ⚠️ TRAP TO AVOID: Choosing the “logical” answer (Reality Orientation) when the resident is too confused to process it.

📋 Pattern #2: The “Sudden Change” Alert
WHAT IT LOOKS LIKE: A resident who usually is stable suddenly becomes confused, lethargic, or agitated.
EXAMPLE STEM: “Mrs. Jones has been alert and oriented. Today she is confused, cannot find her words, and is drowsy. The nurse aide recognizes this as:”
SIGNAL WORDS: “Sudden,” “Acute,” “Overnight,” “Usually oriented.”
YOUR STRATEGY:

1. Identify the change is NEW/SUDDEN.
2. Differentiate between chronic (Dementia) and acute (Delirium).
3. Report immediately.
4. Think medical emergency (UTI, dehydration, med reaction).
   ⚠️ TRAP TO AVOID: Assuming it is just “progression of dementia” because the resident is old.

📋 Pattern #3: The Behavioral Trigger Analysis
WHAT IT LOOKS LIKE: A resident acts out (hits, screams, refuses care) during a specific activity.
EXAMPLE STEM: “Mr. Smith becomes combative every time the nurse aide tries to shave him. What is the best action?”
SIGNAL WORDS: “Combative,” “Refuses,” “Resists care.”
YOUR STRATEGY:

1. Stop the task immediately (safety).
2. Do not force care.
3. Report the behavior.
4. Look for “why” (pain? fear of razor? cold water?).
   ⚠️ TRAP TO AVOID: Trying to force the task “for the resident’s own good” or continuing to shave while talking soothingly (unsafe).

📋 Pattern #4: The Restraint Definition
WHAT IT LOOKS LIKE: Asking you to identify which device restricts freedom of movement.
EXAMPLE STEM: “Which of the following is considered a physical restraint?”
SIGNAL WORDS: “Restraint,” “Restricts movement,” “Device.”
YOUR STRATEGY:

1. Review the device: Can the resident remove it easily?
2. If no -> It is a restraint.
3. Check intent: Is it used for discipline/convenience? -> Illegal.
4. Side rails (all 4 up) are almost always restraints.
   ⚠️ TRAP TO AVOID: Thinking “lap trays” or “seatbelts” on wheelchairs are safety features (they are restraints if the resident can’t release them).

🎯 Pattern Recognition Tip: If a question involves a confused resident, scan the answers for “Validation,” “Report to nurse,” or “Safety” first. Eliminate “Argue,” “Ignore,” and “Restrain” immediately.

Key Terms You Must Know

Vocabulary is the code of the exam. Here are the definitions you need to have locked in.

Red Flag Answers: What’s Almost Always Wrong

On multiple-choice exams, spotting the “wrong” answer is just as valuable as spotting the “right” one. Watch out for these red flags.

Myth-Busters: Common Misconceptions

Let’s clear up some myths that might hurt your score and your practice.

❌ Myth #1: “Residents who scream or hit are just mean or abusive people.”
✅ THE TRUTH: Aggression is usually a symptom of the disease, fear, pain, or an unmet need (hunger, toilet). It is not intentional malice.
📝 EXAM IMPACT: Choosing punishment or getting angry instead of identifying triggers.

❌ Myth #2: “People with severe dementia don’t know what is going on, so it doesn’t matter what you say or do.”
✅ THE TRUTH: Emotional memory often persists. Residents can feel kindness, fear, and comfort long after factual memory is gone.
📝 EXAM IMPACT: Neglecting emotional support or talking over residents.

❌ Myth #3: “Treating them like a child makes them feel safer and more loved.”
✅ THE TRUTH: Treating an adult like a child is demeaning and often leads to “catastrophic reactions” (extreme agitation).
📝 EXAM IMPACT: Using Elderspeak, which reduces test scores and real-world effectiveness.

❌ Myth #4: “Restraints keep residents safe from falls.”
✅ THE TRUTH: Restraints often cause more severe injuries (strangulation, skin tears) and loss of muscle tone/mobility, leading to worse outcomes.
📝 EXAM IMPACT: Selecting restraints as a “safety measure” instead of alarms.

❌ Myth #5: “You can’t teach a resident with dementia anything new.”
✅ THE TRUTH: While they lose short-term memory, they can often still learn procedural tasks (muscle memory) with repetition and cueing.
📝 EXAM IMPACT: Giving up on restorative nursing or cueing strategies.

💡 Bottom Line: Always assume the resident is doing their best with the brain they have left. Approach every behavior with curiosity, not judgment.

Apply Your Knowledge: Practice Scenarios

Let’s put the theory into practice.

Scenario #1: The Missing Mother
Situation: Mrs. Lopez, who has moderate dementia, asks repeatedly, “Where is my mother? She was supposed to pick me up.” Her mother passed away 20 years ago.

Think About:

• Will telling her “Your mother is dead” help or hurt?
• Is she asking for a fact or for comfort?

Key Principle: Validation Therapy.
See Application: Do not argue with the fact. Validate the feeling. You would say, “You really miss your mother today, don’t you? Tell me about her.” This redirects to a positive topic (reminiscence) without causing the grief of hearing “she’s dead” all over again.

Scenario #2: The Combativeness
Situation: Mr. Lee usually enjoys his shower. Today, when you turn on the water, he swings his arm at you and yells “No!”

Think About:

• Is he just being “difficult”?
• What could have changed? (Water temp? Pain? Fear?)

Key Principle: Stop and Assess.
See Application: Stop the shower immediately. Do not force it. Step back and ensure safety. Report to the nurse that he has had a sudden behavior change. This could be a sign of a UTI or pain (Delirium), not just dementia.

Scenario #3: The Wandering Resident
Situation: You see Mr. Davis pacing the hallway, looking for the “exit.” He looks anxious.

Think About:

• Is stopping him physically the best first step?
• What is safer—blocking him or redirecting him?

Key Principle: Redirection and Safety.
See Application: Do not grab him or shout “Stop!” Walk with him. Validate his anxiety (“It looks like you have somewhere important to be”). Gently redirect: “Let’s get a snack first, I’m hungry.” Guide him away from the door. If he persists, use an alarm or monitor the door.

Frequently Asked Questions

Q: What do I do if a resident with dementia accuses me of stealing their purse?

A: Do not argue (“I didn’t take it”), dismiss (“Don’t be silly”), or get defensive. Validate the feeling (“You are worried about your purse”). Offer to help look for it (even if you know it’s put away). Then redirect to another activity. If they are frantic, you can say “Let’s look after we have some lunch.”

Q: Why does my resident get more confused in the evening?

A: This is called “Sundowning.” It is caused by fatigue, low light, and disrupted circadian rhythms. To help, keep the environment bright in the evening, reduce noise and stimulation, and maintain a consistent daily routine to reduce anxiety.

Q: Is it okay to tell a “white lie” to a resident to calm them down?

A: It’s not about “lying”; it’s about entering their reality. You shouldn’t maliciously deceive, but you shouldn’t force the truth if it causes pain. Focus on validating the emotion rather than confirming false facts. For example, instead of “Yes, I saw your mom,” say “You really miss her.” This bridges the gap without lying.

Q: How can I tell if a resident is in pain if they can’t talk?

A: Look for non-verbal signs listed in the MOANS mnemonic: Muscle tension, Odd facial expressions (grimacing), Anxiety, Noisy calling out, and Social withdrawal. Also look for guarding a body part or sudden changes in behavior like refusing to eat.

Q: A resident refuses to shower. How long do I try to convince them?

A: Do not force care. If they resist, stop and try again later (distraction). Find out why (fear of falling? cold? privacy?). Document the refusal. Forcing a shower is battery and will destroy trust. Sometimes a bed bath is better if the shower is too traumatic.

Q: What is the difference between Alzheimer’s and Dementia?

A: Dementia is the “umbrella” term for symptoms (memory loss, confusion). Alzheimer’s is the specific disease that causes the majority of dementia cases. For the CNA exam, the care approach is very similar, so focus on the symptoms (cognitive impairment) rather than the specific diagnosis.

Recommended Study Approach for Cognitively Impaired Care

This topic requires a shift in mindset from “fixing” to “caring.” Use this study plan to master the nuances.

Phase 1: Build Foundation (1.5 Hours)

Focus Areas:

• Definitions: Delirium vs. Dementia.
• Understanding the stages of Alzheimer’s.

Activities:

• Create flashcards for the Vocabulary List. Focus on the differences between Delirium and Dementia.
• Draw a timeline of Alzheimer’s stages (Early: forgetful; Middle: wandering/agitation; Late: total dependence).

Phase 2: Deepen Understanding (1.5 Hours)

Focus Areas:

• Communication (Validation vs. Reality).
• Behavior Management.

Activities:

• Role-Play: Stand in front of a mirror. Practice saying, “I understand you are scared” with a calm face.
• Make two columns: “Reality Orientation” vs. “Validation Therapy.” Write 3 scenarios where you would use each.
• Memorize the CALM and MOANS mnemonics.

Phase 3: Apply & Test (1.0 Hour)

Focus Areas:

• Safety, Restraints, and Elopement.
• Recognizing Pain.

Activities:

• Take practice questions specifically focused on “Cognitive Impairment.”
• Review the “Red Flags” section. If you pick an answer with a red flag in practice, force yourself to explain why it’s wrong before looking at the correct answer.

Phase 4: Review & Reinforce (0.5 Hours)

Focus Areas:

• Restraint Alternatives.
• Family Support and Holistic Care.

Activities:

• Review the “Common Pitfalls” section. Do you still fall for the “Truth Trap”?
• Final self-assessment using the checklist below.

✅ You’re Ready When You Can:

• [ ] Instantly distinguish between Delirium (Sudden) and Dementia (Gradual).
• [ ] Select the “Validation” answer in a multiple-choice question 90% of the time.
• [ ] List at least 3 non-verbal signs of pain (MOANS).
• [ ] Identify a restraint vs. an alternative (alarm/low bed).
• [ ] Explain why “Elderspeak” is wrong without using the word “disrespectful.”
• [ ] Know exactly what to do if a resident becomes combative (Stop, ensure safety, report).

Skills Test Connection

While this guide focuses on the written exam, these skills connect directly to the clinical skills test:

Wrapping Up: Your Cognitive Impairment Action Plan

Caring for cognitively impaired residents is a high-stakes topic on the exam and a high-reward skill in your career. You now have the tools to distinguish between delirium and dementia, communicate with validation rather than confrontation, and prioritize safety over convenience.

Your Next Steps:

1. Memorize the difference between Delirium and Dementia today.
2. Practice the “CALM” method for de-escalation in your daily life (it works on everyone, not just residents!).
3. Review the Red Flags list before every practice test.

Trust your empathy. When in doubt on the exam, choose the answer that preserves the resident’s dignity and keeps them safest. You’ve got this!

🌟 Final Thought: Confusion is a scary place to live. As a CNA, you are the bridge that connects residents to safety and comfort. That is a powerful role.

More Practice Tests

CNA Practice Test
Basic Nursing Skills
Basic Restorative Skills
Personal Care Skills
Activities of Daily Living

Infection Control
Safety & Emergency Procedures
Communication Skills
Member of a Healthcare Team
Emotional & Mental Health Needs

Priorities and Priority Setting
Data Collection and Reporting
Care of Cognitively Impaired Residents (you are here)
End of Life Care
Patient Rights